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Education encompasses both the teaching and learning of knowledge, proper conduct, and skills. It is training by formal instruction in a skill, trade or profession, mental, moral & aesthetic development, the provision of information, and persuasion to feel, believe, or act in a desired way.[1] Education began when adults trained their young in the necessary skills to live in society. It has since evolved into the current system of schools and colleges. Our schools today incorporate many different, and often conflicting, philosophies of education, concerning what curricula and pedagogies should be used. A good education is essential for nations to experience economic growth and achieve greater social equity. (http://en.wikipedia.org/wiki/Education)

According do Encarta Dictionary, education means:
1. educating: the imparting and acquiring of knowledge through teaching and learning, especially at a school or similar institution

2. knowledge: the knowledge or abilities gained through being educated

3. instruction: training and instruction in a particular subject, e.g. health matters

4. learning experience: an informative experience
Spending a weekend in their house was a real education.

5. study of teaching: the study of the theories and practices of teaching
a degree in education

6. system for educating people: the system of educating people in a community or society
jobs in education

Education practice in Indonesia consists of several levels: Kindergarten, Elementary School, Junior High School, Senior High School, and Higher Education. Since 1999, the Government of Indonesia had established Wajib Belajar 9 Tahun (9-Year Learning Obligation) program. It means that all Indonesian people shall take education at least until the senior high school level. For those who are not qualified to take elementary and junior high school, the Government has established Learning Groups A and B. The former is equivalent to elementary school and the later is equivalent to junior high school. Furthermore, the Government has also established Learning Groups C that is equivalent to Senior High School.

The education system in Indonesia is run not without weaknesses. The implementation of Wajib Belajar 9 Tahun program faces many problems. The main problem is that the rural people are quite difficult to take Learning Group A and B since they have feel tired of learning. In addition, the people think that the education is not necessary anymore for them.

Recently, Education in Indonesia is both better and worse; better in terms of facility and worse in terms of alumnus quality. It is unquestionable that education facilities in Indonesia are much much better that those during the colonial era or some decades after the colonial era. Laboratories (language laboratory, science laboratory, computer laboratory, etc.) almost can be found in every senior high school. Furthermore, all vocational schools in Indonesia have their own laboratory.

Unfortunately, the improvement of education facilities (as well as teacher quality) is not proportional with the improvement of alumnus quality. As the evidence, in 2005 almost 25% of senior high schools students were failed in their National Final Examination (Ujian Akhri National). The worst thing, several frauds were found during the implementation of 2008 National Final Examination (both in junior high school and senior high school level). The frauds include cheating, manipulation of computer answer sheet, and questions leaking.

In some regencies (e.g. Pemalang regency, Central Java), the school principles had asked (or may be forced) the teachers to change the students' answer sheet. They did expect that all their students will pass the final examination. This such a fraud resulted in negative impact, not only to the students but also to the schools it self.

Beside its weaknesses, the education system in Indonesia has several strengths. Among them are that the system is suitable to the students needs (the implementation of Kurikulum Tingkat Satuan Pelajaran), that the system allows students to develop their own competencies, that the system allows the teacher to develop learning material in accordance to the students' needs.


Yogyakarta was founded in 1755 and was the capital of Mataram kingdom when the Dutch came along. The Dutch granted the kings by title Sultan of Yogyakarta territory. Yogyakarta was also the scene of Indonesia's most successful rebellions against the Dutch - firstly with Prince Diponegoro who waged a holy war against colonial rule from 1825 to 1830, and also serving as the capital of the newly independent republic after World War II when the Dutch reoccupied Batavia (Jakarta).

http://www.indonesia-tourism.com/yogyakarta/history.html

Wednesday 28 May 2008

Freedom of Religion

Freedom of religion is the freedom of an individual or community, in public or private, to manifest religion or belief in teaching, practice, worship, and observance. It is generally recognized to also include the freedom to change religion or to not follow any religion. Freedom of religion is considered by many in many nations and people to be a fundamental human right. [1]

In a country with a state religion freedom of religion is generally considered to mean that the government permits religious practices of other sects besides the state religion, and does not persecute believers in other faiths.

Today there are concerns about the persecution of religious minorities in the Muslim world and in some Communist states such as China and North Korea, as well as other forms of intolerance in other countries, for example banning the wearing of prominent religious articles such as the Muslim veil in some contexts in European countries. [2] Freedom of religion as a legal concept is related to, but not identical with, religious toleration, separation of church and state, or laïcité (a secular state).

Where individuals and not governments are concerned, religious toleration is generally taken to refer to an attitude of acceptance towards other people's religions. Such toleration does not require that one view other religions as equally true; rather, the assumption is that each citizen will grant that others have the right to hold and practice their own beliefs. Against this backdrop proselytism can be a contentious issue, as it could be regarded as an offense against the validity of others' religious beliefs, including the belief in no religion at all.

The Universal Declaration of Human Rights adopted by the fifty eight Member States of the United Nations General Assembly on December 10, 1948, at the Palais de Chaillot in Paris, France defines freedom of religion and belief as follows: "Everyone has the right to freedom of thought, conscience and religion; this right includes freedom to change his religion or belief, and freedom, either alone or in community with others and in public or private, to manifest his religion or belief in teaching, practice, worship, and observance."

Freedom of expression is a cornerstone of democratic rights and freedoms. In its very first session in 1946, before any human rights declarations or treaties had been adopted, the UN General Assembly adopted resolution 59(I) stating "Freedom of information is a fundamental human right and ... the touchstone of all the freedoms to which the United Nations is consecrated."

Freedom of expression is essential in enabling democracy to work and public participation in decision-making. Citizens cannot exercise their right to vote effectively or take part in public decision-making if they do not have free access to information and ideas and are not able to express their views freely. Freedom of expression is thus not only important for individual dignity but also to participation, accountability and democracy. Violations of freedom of expression often go hand in hand with other violations, in particular the right to freedom of association and assembly.

Progress has been made in recent years in terms of securing respect for the right to freedom of expression. Efforts have been made to implement this right through specially constructed regional mechanisms. New opportunities are emerging for greater freedom of expression with the internet and worldwide satellite broadcasting. New threats are emerging too, for example with global media monopolies and pressures on independent media outlets.

http://www.hrea.org/index.php?base_id=147

To deny a person's freedom of thought is to deny what can be considered one's most basic freedom; to think for one's self.

Since the whole concept of 'freedom of thought' rests on the freedom of the individual to believe whatever one thinks is best (freedom of belief), the notion of 'freedom of religion' is closely related and inextricably bound up with these. While in many societies and forms of government, there has been effectively no freedom of religion or belief, this same freedom has been cherished and developed to a great extent in the modern western world, such that it has often been taken for granted.

This development was enshrined in words in the United States Constitution by the Bill of Rights, which contains the famous guarantee in the First Amendment that laws may not be made that interfere with religion "or prohibiting the free exercise thereof". Today nearly all democratic nations around the world contain similar language within their respective Constitutions.

A US Supreme Court Justice (Benjamin Cardozo) later went on to reason in Palko v. Connecticut (1937) that:

"Freedom of thought... is the matrix, the indispensable condition, of nearly every other form of freedom. With rare aberrations a pervasive recognition of this truth can be traced in our history, political and legal."[1]

In other words, without the right to freedom of thought, other rights such as the right to freedom of speech hold little meaning.

Such ideas regarding freedom of thought, as developed over time, ultimately became a vital part of international human rights law. In the Universal Declaration of Human Rights (UDHR), it is listed under Article 18:

Everyone has the right to freedom of thought, conscience and religion; this right includes freedom to change his religion or belief, and freedom, either alone or in community with others and in public or private, to manifest his religion or belief in teaching, practice, worship and observance.

The Human Rights Committee states that the above Article 18, which became legally binding on member states with the International Covenant on Civil and Political Rights;

"distinguishes the freedom of thought, conscience, religion or belief from the freedom to manifest religion or belief. It does not permit any limitations whatsoever on the freedom of thought and conscience or on the freedom to have or adopt a religion or belief of one's choice. These freedoms are protected unconditionally."[2]

Similarly, Article 19 of the UDHR guarantees that "Everyone has the right to freedom of opinion and expression; this right includes freedom to hold opinions without interference..."

http://en.wikipedia.org/wiki/Freedom_of_thought#Explanation

 
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